All conference delegates will form part of the 2024 Conference Choir, led by renowned conductors Tracy Wong (Canada/Malaysia) and Mark O’Leary OAM. The choir will rehearse two pieces, including a new conference commission by Juliana Kay, and perform at the choir concert on the Wednesday evening.
Day 1
- Canadian Choral Music for Young Voices – Tracy Wong
- Strategies to successfully integrate creative movement into your primary music program – Ruth Friend
- Australia Music Unit Workshop – Year 10 – Joel Copeland
- Manipulatives in the Music Room – Stefania Miller
- Kodaly through Dalcroze eyes: embodied learning opens doors – Katherine Smith
- Songs and Games to Empower Girls and Gender Diverse students in the Music Classroom – Alahana Somerville Wood
Discover Canada through the eyes of choral creators’ lived experiences! This session focuses on Canadian contemporary choral works for treble choirs that explore a variety of choral timbres and performance styles through folk-inspired repertoire to music that captures the wonderment of the Canadian landscape.
Movement within a music program serves many functions. It encourages mindfulness, kinesthetic understanding of musical concepts, focus, ability to work with others, sensitivity to music, listening skills and of course music appreciation. Creative Movement requires well-established parameters and classroom rules along with the development of a vocabulary/repertoire provided by the teacher. Establishing a sequential plan for the introduction and development of movement skills ensures success, enjoyment and above all sensitive, creative young musicians.
Through this workshop we will unpack the use of indigenous repertoire and culture. We also explore some student led tasks as part of the unit planning.
A manipulative is anything a student can put their hands on to assist them in developing and learning a new concept. This session explores songs, games and practice activities that include concrete objects to manipulate as well as why they are useful for creativity and inclusivity in the music classroom.
Students who are neurodiverse, have sensory needs, fine motor difficulties or language delays and disorders sometimes struggle to engage with a primarily vocal music program. Such students may not be able to access activities or demonstrate knowledge through chanting, singing and writing if expressive language and fine motors skills are already a challenge. Musical movement, being non-verbal and beginning with gross motor skills, is not only a powerful tool to engage students with special needs, but a valuable resource when teaching all abilities.
This session looks at the ways a Dalcroze-inspired understanding of embodied musical learning can value-add to a vocal-based program. The Dalcroze approach uses whole-body movement to explore concepts and assess understanding through games and musical play. We will look at ways to support the learning of rhythmic, melodic and expressive concepts through movement with the aim of making learning accessible for all. This interactive session draws on the presenter’s experience teaching children with special needs alongside students without special needs in a “one school” Inclusive model, in which she combines her Kodaly and Dalcroze Certificate knowledge in a singing and movement based primary school music program.
This workshop promises an enriching and hands-on experience, where participants will gain a treasure trove of educational tools, music, interactive games, and valuable resources cultivated from my own classroom. The focus will be on empowering girls and gender-diverse individuals, equipping educators with practical assets for immediate integration into their teaching environment.
Participants can expect to leave with a toolbox of readily applicable resources, primed for instant classroom implementation. Beyond the materials, this workshop aims to ignite a reflective spark in participants, inviting them to critically assess and fine-tune their teaching. The ultimate goal is to ensure that every child, through music education, is granted equitable support and a level playing field, regardless of gender or identity.
Through engaging in this workshop, educators will emerge not only with tangible resources but also a deeper awareness of how they can foster an inclusive and empowering learning space for all. Join us in this transformative journey towards educational equality and empowerment.
- Afro-Cuba Music: A Kodaly Inspired Approach – Simon Ranguis
- The Contour Vocal Play Framework: A change in practice and culture, to create vocal agency and improved self-efficacy – Anna Mlynek-Kalman
- Practical and inclusive ways to engage Upper Primary and Lower Secondary students in musical analysis. – Hayley Burns
- Building Bridges with Tools for Learning – Connections from the PYP Music Room – Melissa Black
- Kodaly through Dalcroze eyes: embodied learning opens doors – Katherine Smith
- Research: Music in education: Beliefs and Understandings of Primary School Teachers in Aotearoa New Zealand – Megan Flint
- Research: National survey results of music teachers’ perspectives who have completed Australian Kodaly Certificate courses – Jason Goopy
- Get moving! – Peta Rust
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